INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: Name______________ Name of Rater: _______________

Position: TEACHER III Position: ___________________
Bureau/Center/Service/Division: Division______________ Date of Review: October 25, 2019
Rating Period: June 2019- October 2019
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR TO BE FILLED DURING EVALUATION
Weight per
MFOs KRAs Objectives Timeline Rating
KRAs QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Actual Results Score
Q E T Ave.
No acceptable
evidence was
shown. Showed knowledge of
June Showed knowledge of content Showed knowledge of content Showed knowledge of content Showed knowledge of content and
content and its integration
2019- and its integration within and and its integration within and and its integration within and its integration within and across
Quality within and across subject
October across subject areas as shown across subject areas as shown in across subject areas as shown subject areas as shown in MOV 1
areas as shown in MOV 1
2019 in MOV 1 with a rating of 7 MOV 1 with a rating of 6 in MOV 1 with a rating of 5 with a rating of 4
with a rating of 7

1. Applied knowledge of
content within and No acceptable
evidence was
across curriculum Submitted at least 4 lessons using Submitted 3 lessons using MOV 1 Submitted 2 lessons using MOV 1 Submitted 2 lessons using
Submitted any 1 of the given MOV shown.
teaching areas. Efficiency MOV 1 and supported by any 1 of and supported by any 1 of the other and supported by any 1 of the MOV 1 and supported by any 5 3 3 4 0.275
the other given MOV given MOV given MOV 1 of the given MOV

No acceptable
evidence was
shown.
Submitted MOV were distributed Submitted MOV were distributed Submitted MOV were distributed Submitted MOV was completed in Submitted MOV were
Timeliness
across 4 quarters across 3 quarters across 2 quarters only 1 quarter distributed across 2 quarters

No acceptable
evidence was
shown. Facilitated using different
Facilitated using different Facilitated using different Facilitated using different
Facilitated using different teaching teaching strategies that
teaching strategies promte teaching strategies that promote teaching strategies that
strategies that promote reading, promote reading, writing
Quality reading, writing and/or reading, writing and/or numeracy promote reading, writing and/or
writing and/or numeracy skills as and/or numeracy skills as
numeracy skills as shown in skills as shown in MOV 1 with a numeracy skills as shown in
Content shown in MOV 1 with a rating of 4 shown in MOV 1 with a
BASIC LEARNING MOV 1 with a rating of 7 rating of 6 MOV 1 with a rating of 5
Knowledge and 22.50% rating of 6
SERVICES
Pedagogy 2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills. Submitted at least 4 Submitted 2 learner
Submitted 3 learnercentered Submitted 2 learnercentered
learnercentered lessons as Submitted 1 learner-centered No acceptable centered lessons as
lessons as evidently shown in lessons as evidently shown in
Efficiency evidently shown in MOV 1 and lesson as evidently shown in any evidence was evidently shown in MOV 1 4 3 4 0.263
MOV 1 and supported by any 1 MOV 1 and supported by any 1
supported by any 1 of the other of the given MOV shown and supported by any 1 of
of the other MOV given of the other MOV given
MOV given the other MOV given

Timeliness

Used different teaching

Used different teaching Used different teaching Used different teaching
Used different teaching strategies strategies that develop
strategies that develop critical strategies that develop critical strategies that develop critical No acceptable
that develop critical and creative critical and creative
Quality and creative thinking and/or and creative thinking and/or and creative thinking and/or evidence was
thinking and/or other HOTS as thinking and/or other HOTS
3. Applied a range of other HOTS as shown in MOV 1 other HOTS as shown in MOV 1 other HOTS as shown in MOV shown
shown in MOV 1 with a rating of 4 as shown in MOV 1 with a
teaching strategies to with a rating of 7 with a rating of 6 1 with a rating of 5
rating of 7
develop critical and
creative thinking, as well
as other higher-order Submitted 2 lessons as Submitted 2 lessons as
thinking skills. Submitted at least 4 lessons Submitted 3 lessons using MOV No acceptable
evidenced by MOV 1 and Submitted 1 lesson as evidenced evidenced by MOV 1 and
Efficiency using MOV 1 and supported by 1 and supported by any 1 of the evidence was 5 3 4 0.300
supported by any 1 of the other by any 1 of the given MOV supported by any 1 of the
any 1 of the other given MOV other given MOV shown
given MOV MOV other given MOV MOV

Timeliness No acceptable
evidence was
Used classroom management shown
Used classroom
Used classroom management strategies that engage Used classroom management Used classroom management
No acceptable management strategies
strategies that engage learners learners in activities/tasks as strategies that engage learners strategies that engage learners in
Quality evidence was that engage learners in
in activities/tasks as shown in shown in MOV 1 with a rating of in activities/tasks as shown in activities/tasks as shown in MOV 1
shown activities/tasks as shown in
MOV 1 with a rating of 7 6 MOV 1 with a rating of 5 with a rating of 4
MOV 1 with a rating of 5
4. Managed classroom
structure to engage Submitted 2 lessons supported Submitted 2 lessons
learners, individually or Submitted 3 lessons supported
by MOV 1 and any 1 of the supported by MOV 1 and
in groups, in meaningful Submitted at least 4 lessons by MOV 1 and any 1 of the other No acceptable
other Submitted 1 lesson supported by any 1 of the other
exploration, discovery
Efficiency supported by MOV 1 and any 1 acceptable evidence was 3 3 3 0.225
acceptable any of the acceptable MOV acceptable
and hands-on activities of the other acceptable MOV MOV shown
MOV MOV
within a range of
physical learning
Timeliness
environments.

Applied teacher management Applied teacher management Applied teacher management Applied teacher management Applied teacher management
strategies of learner behavior that strategies of learner behavior that strategies of learner behavior that strategies of learner behavior that strategies of learner behavior
promote positive and non-violent promote positive and non-violent promote positive and non-violent promote positive and non-violent No acceptable that promote positive and non-
Quality discipline as discipline as discipline as discipline as evidence was violent discipline as
shown in MOV submitted with a shown in MOV submitted with a rating shown in MOV submitted with a shown in MOV submitted with a rating of shown shown in MOV submitted with a
5. Managed learner rating of 7 of 6 rating of 5 4 rating of 7
behavior constructively
Learning by applying positive and
BASIC LEARNING Environment non-violent discipline to
SERVICES and Diversity ensure learning-focused 22.50%
of Learners environments.
Submitted at least 4 of the given Submitted at least 4 of the given Submitted any 1 of the given strategies Submitted at least 4 of the given
Submitted at least 4 of the given No acceptable
strategies as observed in strategies as observed in as observed in only strategies as observed in
Efficiency strategies as observed in at least 4 evidence was 5 3 4 0.300
3 lessons 2 lessons 1 lesson 2 lessons
lessons shown

Timeliness

Applied differentiated teaching Applied differentiated teaching Applied differentiated teaching

strategies to address learner diversity strategies to address learner diversity strategies to address learner
Applied differentiated teaching Applied differentiated teaching No acceptable
as as diversity as
Quality strategies to address learner diversity strategies to address learner diversity as evidence was
shown in MOV shown in MOV shown in MOV
as shown in MOV 1 with a rating of 7 shown in MOV 1 with a rating of 4 shown
1 with a rating of 6 1 with a rating of 5 1 with a rating of 6
6. Used differentiated,
developmentally
appropriate learning Submitted 2 differentiated
Submitted at least 4 differentiated Submitted 2 differentiated teaching
experiences to address Submitted 3 differentiated teaching teaching strategies in 2 lessons
teaching strategies in at least 2 strategies in 2 lessons as evidenced
learners’ gender, needs, strategies in at least 2 lessons as as evidenced by MOV 1 and
lessons as evidenced by MOV 1 and by MOV 1 and supported by any 1 of Submitted any 1 differentiated teaching No acceptable
strengths, interests and evidenced by MOV 1 and supported by supported by any 1 of the other
Efficiency supported by any 1 of the the other acceptable strategy in only 1 lesson as evidently evidence was 4 3 4 0.263
experiences. any 1 of the other acceptable acceptable
other acceptable MOV shown in any 1 of the acceptable MOV shown
MOV MOV
MOV

Timeliness

Planned and implemented Planned and implemented Planned and implemented

Planned and implemented developmentally sequenced teaching developmentally sequenced teaching Planned and implemented developmentally sequenced
No acceptable
developmentally sequenced teaching and learning process as and learning process as developmentally sequenced teaching teaching and learning process as
Quality
shown in MOV shown in MOV
evidence was shown in MOV
and learning process as shown in and learning process as shown in MOV 1
MOV 1 with a rating of 7 1 with a rating of 6 1 with a rating of 5 with a rating of 4
shown 1 with a rating of 6
7. Planned, managed and
implemented
developmentally
sequenced teaching and
learning processes to Submitted 2 developmentally
Submitted 3 developmentally Submitted 2 developmentally
meet curriculum Submitted 1 developmentally sequenced sequenced teaching and
Submitted at least 4 developmentally sequenced teaching and learning sequenced teaching and learning
requirements and varied teaching and learning process as learning process as evidently
sequenced teaching and learning process as evidently shown in MOV process as evidently shown in MOV 1 No acceptable
teaching contexts. evidently shown in any 1 shown in MOV 1 and supported
Efficiency process as evidently shown in MOV 1 1 and supported by any 1 of the and supported by any 1 of the evidence was 4 3 4 0.263
of the given by any 1 of the
and supported by any 1 of the other other given other given shown
MOV other given
given MOV MOV MOV
MOV

Timeliness

Frequently participated in Rarely Consistently participated in

Consistently participated in Occasionally participated in
LACs/FGDs/ meetings to discuss participated in LACs/FGDs/ meetings to discuss
LACs/FGDs/ meetings to discuss LACs/FGDs/ meetings to discuss
teacher/learner feedback to enrich LAC/FGD/ meeting to discuss teacher/learner feedback to
teacher/learner feedback to enrich teacher/learner feedback to enrich No acceptable
instruction as shown in the teacher/learner feedback to enrich enrich instruction as shown in
Quality instruction as shown in the instruction as shown in the evidence was
MOV submitted instruction as shown in the MOV the
MOV submitted MOV submitted shown
submitted MOV submitted
8. Participated in
BASIC LEARNING
collegial discussions
Curriculum and
SERVICES Planning
that use teacher and 22.50%
learner feedback to
Participated in 2
enrich teaching practice. Participated in at least 4 Participated in 3 LACs/FGDs/ meetings Participated in 1 Participated in at least 4
LACs/FGDs/ meetings as evidently
LACs/FGDs/ meetings as evidently as evidently shown in any 1 LAC/FGD/ meeting as evidently shown No acceptable LACs/FGDs/ meetings as
shown
Efficiency shown of the given in any 1 of the given MOV evidence was evidently shown 5 5 5 0.375
in any 1 of the given MOV
in any 1 of the given MOV MOV shown in any 1 of the given MOV

Timeliness

Developed and used varied

Developed and used varied teaching Developed and used varied teaching Developed and used varied teaching Developed and used varied teaching and
No acceptable teaching and learning resources,
and learning resources, including ICT, and learning resources, including ICT, and learning resources, including ICT, learning resources, including ICT, to
Quality evidence was including ICT, to address
to address learning goals as shown in to address learning goals as shown in to address learning goals as shown in address learning goals as shown in MOV
shown learning goals as shown in MOV
MOV 1 with a rating of 7 MOV 1 with a rating of 6 MOV 1 with a rating of 5 1 with a rating of 4
1 with a rating of 6

9. Selected, developed,
organized and used
appropriate teaching and
Submitted 2 varied teaching and Submitted 2 varied teaching and
learning resources, Submitted at least 4 varied Submitted 3 varied teaching and
learning resources, including ICT, as Submitted any teaching and learning learning resources, including
including ICT, to address teaching and learning learning resources, including ICT, as
evidently shown in MOV 1 and resource, including ICT, as evidently ICT, as evidently shown in MOV
learning goals. resources, including ICT, as evidently shown in MOV No acceptable
supported by any 1 of the shown in any of the 1 and supported by any 1 of the
Efficiency evidently shown in MOV 1 and 1 and supported by any 1 of the evidence was 4 3 4 0.263
acceptable acceptable MOV acceptable
supported by acceptable shown
MOV MOV
any 1 of the acceptable MOV MOV
 9. Selected, developed,
organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals.

Timeliness

Designed, selected, organized and Designed, selected, organized

Designed, selected, organized and
Designed, selected, organized and used used diagnostic, formative and Designed, selected, organized and used and used diagnostic, formative
used diagnostic, formative and
diagnostic, formative and summative summative assessment strategies diagnostic, formative and summative No acceptable and summative assessment
summative assessment strategies
Quality assessment strategies consistent with consistent with curriculum assessment strategies consistent with evidence was strategies consistent with
consistent with curriculum
curriculum requirements as shown in requirements as shown in MOV curriculum requirements as shown in shown curriculum requirements as
10. Designed, selected, requirements as shown in MOV 1 with
MOV 1 with a rating of 6 1 with a rating of 5 MOV 1 with a rating of 4 shown in MOV 1 with a rating of
organized and used a rating of 7
6
diagnostic, formative and
summative assessment
strategies consistent
with curriculum Submitted 2 varied
Submitted 3 varied assessment Submitted 2 varied assessment Submitted 1 assessment tool as evidently
requirements. Submitted at least 4 varied assessment tools as
tools as evidently shown in any 1 tools as evidently shown in any shown in any of No acceptable
assessment tools as evidently evidently shown in any 1
Efficiency of the acceptable 1 of the acceptable the acceptable evidence was 4 3 4 0.263
shown in any 1 of the of the acceptable
MOV MOV MOV shown
acceptable MOV MOV

Timeliness

Consistently monitored and evaluated Consistently monitored and

learner progress and achievement Occasionally monitored and evaluated learner progress and
Frequently monitored and evaluated Rarely monitored and evaluated learner
using learner attainment data as evaluated learner progress and No acceptable achievement using learner
learner progress and achievement progress and achievement using learner
Quality shown in the achievement using learner evidence was attainment data as shown in the
using learner attainment data as attainment data as shown in the MOV
MOV submitted attainment data as shown in the shown MOV submitted
shown in the MOV submitted submitted
MOV submitted
11. Monitored and
evaluated learner
Submitted a combination of at least 4 Submitted a combination of Submitted a combination of
progress and Submitted a combination of
of the 2 of the acceptable No acceptable 2 of the acceptable
BASIC LEARNING Assessment achievement using 3 of the acceptable
22.50% Efficiency acceptable MOV MOV Submitted 1 acceptable MOV evidence was MOV 5 3 3 4 0.275
SERVICES and Reporting learner attainment data. MOV
shown

Submitted MOV were No acceptable

Submitted MOV were distributed Submitted MOV were distributed Submitted MOV was completed in only 1 Submitted MOV were
Timeliness distributed across 3 quarters evidence was
across 4 quarters across 2 quarters quarter distributed across 2 quarters
shown

Occasionally showed prompt

Consistently showed prompt and Frequently showed prompt Occasionally showed prompt
Rarely showed prompt and clear and clear
clear and clear and clear
communication of the learners’ needs, communication of the learners’
communication of the learners’ communication of the learners’ needs, communication of the learners’
progress and No acceptable needs, progress and
needs, progress and achievement to progress and achievement to key needs, progress and
Quality achievement to key stakeholders, evidence was achievement to key
key stakeholders, including parents/ stakeholders, including parents/ achievement to key stakeholders,
including parents/ guardians as shown in shown stakeholders, including parents/
guardians as shown in the MOV guardians as shown in the MOV including parents/ guardians as
12. Communicated the MOV submitted guardians as shown in the MOV
submitted submitted shown in the MOV submitted
promptly and clearly the submitted
learners’ needs,
progress and
achievement to key
stakeholders, including Submitted a combination of at least 4 Submitted a combination of Submitted a combination of 2 of the Submitted a combination of 2
Submitted any 1
parents/guardians. of the 3 of the acceptable acceptable No acceptable of the acceptable
of the given
Efficiency acceptable MOV MOV MOV evidence was MOV 3 3 3 3 0.225
MOV
shown

Submitted MOV were No acceptable

Submitted MOV were distributed Submitted MOV were distributed Submitted MOV was completed in Submitted MOV were
Timeliness distributed across 3 quarters evidence was
across 4 quarters across 2 quarters only 1 quarter distributed across 2 quarters
shown

Occasionally performed various Frequently performed

Consistently performed various Rarely performed various related
related work/activities that No acceptable
related work/activities that contribute Frequently performed various work/activities that contribute to the various related
Quality contribute to the teaching learning evidence was
to the teaching learning process as related work/activities that teaching learning process as shown in work/activities that
process as shown in the MOV shown
shown in the MOV submitted contribute to the teaching the MOV submitted contribute to the teaching
submitted
13. Performed various learning process as shown in the learning process as shown
related works/activities MOV submitted in the MOV submitted
BASIC LEARNING
Plus Factor that contribute to the 10% Submitted
SERVICES
teaching-learning 2 different kinds
process. Submitted 3 different kinds of acceptable Submitted any 1 of the No acceptable
Submitted at least 4 different kinds of of acceptable MOV Submitted at least 4 different
Efficiency acceptable MOV evidence was 4 5 5 0.450
acceptable MOV MOV kinds of acceptable MOV
shown

Timeliness

OVERALL RATING FOR

Very Satisfactory 3.738
ACCOMPLISH-MENTS

___________________ _____________________ ____________________________

Rater Ratee Approving Authority
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR TO BE FILLED DURING EVALUATION
Weight per
MFOs KRAs Objectives Rating
KRAs QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Actual Results
Q E T Ave. Score

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR TO BE FILLED DURING EVALUATION
Weight per
MFOs KRAs Objectives Rating
KRAs QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Actual Results
Q E T Ave. Score

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR TO BE FILLED DURING EVALUATION
Weight per
MFOs KRAs Objectives Rating
KRAs QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Actual Results
Q E T Ave. Score

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR TO BE FILLED DURING EVALUATION
Weight per
MFOs KRAs Objectives Rating
KRAs QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Actual Results
Q E T Ave. Score

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR TO BE FILLED DURING EVALUATION
Weight per
MFOs KRAs Objectives Rating
KRAs QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Actual Results
Q E T Ave. Score

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR TO BE FILLED DURING EVALUATION
Weight per
MFOs KRAs Objectives Rating
KRAs QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Actual Results
Q E T Ave. Score

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR TO BE FILLED DURING EVALUATION
Weight per
MFOs KRAs Objectives Rating
KRAs QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Actual Results
Q E T Ave. Score

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR TO BE FILLED DURING EVALUATION
Weight per
MFOs KRAs Objectives Rating
KRAs QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Actual Results
Q E T Ave. Score

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM 9IPCRF)

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED IN DURING PLANNING
PERFORMANCE INDICATOR TO BE FILLED DURING EVALUATION
Weight per
MFOs KRAs Objectives Rating
KRAs QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Actual Results
Q E T Ave. Score

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness

Quality

Efficiency

Timeliness